The article entitled Metacognition and Learning: Strategies for Instructional Design
The article entitled Metacognition and Learning: Strategies for Instructional Design describes how undergraduates become successful in their course of learning. The paper has outlined how university students can use their metacognition to expedite the concept of formal and informal acquisition of knowledge (Malamed, n.d.). Furthermore, there are various mental processes which are used when undergraduates undergo the teaching-learning process (Ormrod, 2016). The paper has employed a learner-centred approach to highlight how students acquire knowledge with ease. Hence, the result which is provided in the article is that self-evaluation, proper planning, and critical thinking results in fruitful learning at university.
Correspondence between the article and chapters 12 and 13
After carrying out thorough scrutiny of the article Metacognition and Learning: Strategies for Instructional Design, it is vivid that there are noteworthy correspondences between the paper and the concepts that are found in chapters 12 and 13 provided. For example, chapter 12, which is titled Metacognition, Self-Regulated Learning, and Study Strategies covers various skills and abilities of different learners. Moreover, chapter 12 highlights proper studying methods that students should possess. Similarly, the article clearly outlines the qualities of good learners. Furthermore, it provides stages that should be followed by students who are perusing graduate education to become fruitful in their endeavors.
Self-assessment and goal setting
Moreover, the article identifies that self-assessment helps in improving performance as well as building confidence in students (Malamed, n.d.). There is also a concept of self-regulation and goal setting by students. It has been found that students become confident when they are empowered to handle puzzling academic tasks (Ormrod, 2016). Moreover, the article covers an idea of how to learn without facing many challenges. Correspondingly, chapter 12 highlights that students can build their courage when they set achievable goals in life. Just like the article, chapter 12 provides appropriate techniques that learners can use in the course of University learning. The methods include; note-taking, identifying relevant information, making a summary, making mnemonics, and comprehension monitoring tactics.
Knowledge transfer and problem-solving
Similarly, chapter 13 has outlined the content that is also defined in Metacognition and Learning: Strategies for Instructional Design article. It explains how students apply the concept of the previous learning outcome in the current learning process. Moreover, there are various forms of knowledge transfer, such as positive versus negative transfer, near versus far transfer, among others. Also, the chapter defines problem-solving skills and provides its theories in a definite form. Similarly, the article has identified some of the problem-solving techniques, such as the application of algorithms, especially on mathematical assignments (Malamed, n.d.). Just like chapter 12, the paper explains that previous learning is crucial and that it determines how learners will perform in the current and future assessments (Ormrod, 2016). It concludes that learning becomes constructive after grasping the main ideas of the subject.
Application of concepts in graduate education
Therefore, I can apply the concept learned from the article, chapter 12, and chapter 13 to the rest of my graduate education by developing appropriate studying skills in my course of learning. Besides, I can apply the concept of self-determination to handle the rest of my graduate educational activities, especially in challenging areas. Notably, I can use methods algorithms, heuristics, drawing analogy, and brainstorming that is in chapter 13 to solve academic snags at the university. Lastly, I wish I would have known how to deal with examination fever by employing the techniques covered in chapters 12 and 13 in the past days.
References
Malamed, C. (n.d). Metacognition and learning: Strategies for instructional design. Retrieved on 11 Aug. 18 from http://theelearningcoach.com/learning/metacognition-and-learning/
Ormrod, J. E. (2016). Human learning (7th ed.). Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.
